Evaluation of An Adult Education Technology Program

Authors

Iwasan D. Kejawa Ed.D, University of Nebraska - LincolnFollow

First Advisor

Robert Rose, PhD

Second Advisor

Marian Torrence, EdD

Third Advisor

Maryellen Maher, PhD

Date of this Version

Fall 2007

Document Type

Article

Citation

This work is based on the usages of computers to teach or convey instruction of adults students so that they can learn and pass their board exams or state required assessments. It examined and evaluated the usefulness of computer to learn reading. mathematics and science.The purpose of this study was to evaluate the adult education technology program at a chartered alternative adult education center in Florida. The adult education center had a low rate of students passing the Florida Comprehensive Assessment Test (FCAT) and General Education Diploma (GED). This study examined the impact of the use of computer technology in an effort to improve student learning in mathematics, reading, and science. Computers at the institution were used by all students for tutorials to prepare them for the FCAT and to obtain a high school diploma. The research questions for this study were as follows: 1. Is the education technology program of the adult education center achieving the desired school district’s goal? 2. Does the curriculum provide the necessary technology skills to students that will enable them to pass the FCAT and obtain a high school diploma?

Comments

Applied Dissertation, Nova Southeastern University, Fischler School of Education and Human Services, 2007.

Copyright (c) 2007 Iwasan D. Kejawa

Abstract

The purpose of this study was to evaluate the adult education technology program at a chartered alternative adult education center in Florida. The adult education center had a low rate of students passing the Florida Comprehensive Assessment Test (FCAT). This study examined the impact of the use of computer technology in an effort to improve student learning in mathematics, reading, and science. Computers at the institution were used by all students for tutorials to prepare them for the FCAT and to obtain a high school diploma. The research questions for this study were as follows: 1. Is the education technology program of the adult education center achieving the desired school district’s goal? 2. Does the curriculum provide the necessary technology skills to students that will enable them to pass the FCAT and obtain a high school diploma? Research methods for this project were both qualitative and quantitative. The Content-Input-Process-Product (CIPP) model was used for the evaluation of the adult technology program. Fifty students were randomly selected from the pool of students who took the FCAT. The results of the FCAT were examined to determine if the students were achieving desirable scores in accordance with the school district’s standard. The results were compared with the previous year FCAT scores to see if there were positive improvements in student scores. Students and faculty were also surveyed by the use of a Likert-type survey. It was found that the education technology program of the adult education center was achieving the desired school district goal and that the curriculum was providing the necessary technology skills to students that would enable them to pass the FCAT and to obtain a high school diploma. With the use of technology at the adult education center, the rate of students passing the FCAT increased nearly 50% over the previous year.